Social Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design

被引:47
作者
Quirmbach, Linda M. [1 ,2 ,3 ,5 ]
Lincoln, Alan J. [1 ,3 ]
Feinberg-Gizzo, Monica J. [1 ,3 ]
Ingersoll, Brooke R. [4 ]
Andrews, Siri M. [1 ,3 ]
机构
[1] Alliant Int Univ, Calif Sch Profess Psychol, San Diego, CA USA
[2] Yale Child Study Ctr, New Haven, CT 06510 USA
[3] Ctr Autism Res Evaluat & Serv, San Diego, CA USA
[4] Michigan State Univ, Dept Psychol, San Diego, CA USA
[5] Yale Univ, New Haven, CT 06520 USA
关键词
Autism; Asperger; Social stories; Intelligence; Play; BEHAVIOR; INTERVENTION; STUDENTS; COMMUNICATION; PEOPLE; TRENDS; BOY;
D O I
10.1007/s10803-008-0628-9
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
An increasing body of literature has indicated that social stories are an effective way to teach individuals diagnosed with autism appropriate social behavior. This study compared two formats of a social story targeting the improvement of social skills during game play using a pretest posttest repeated measures randomized control group design. A total of 45 children diagnosed with Autism Spectrum Disorder (ASD) ages 7-14 were randomly assigned to standard, directive, or control story conditions. Results demonstrated that the standard and directive story formats were equally as effective in eliciting, generalizing and maintaining the targeted social skills in participants who had prior game play experience and Verbal Comprehension Index (VCI) scores from the WISC-IV intelligence test in the borderline range or above.
引用
收藏
页码:299 / 321
页数:23
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